Block · one region of the page, as the scanner read it. It may hold a whole story, part of one, several, or an advertisement; stitching blocks into articles is the next step. Text is supplied OCR.
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neavy clouds broken by patches ot baby blue, an intermittent drizzle and gusty wind, a few hilltops wreathed in fog and others bathed in sun.
Our classroom topic was the weather — how you can tell the wind is blowing, why it rains, and what fog looks like. Yet we never peered through a window, much less got on our coats to study the weather first-hand.
But the value of hands-on learning extends beyond science and nature. It extends to learning citizenship through contacting elected officials and to learning history through tapping old- timers’ memories and plumbing local archives.
2. Community service: Why are our children learning their lessons, if not to make a meaningful contribution to this world? For instance, even young children can help prepare food packages for shut-ins, perhaps combined with a lesson on nutrition.
3. Practical life skills: I’d like to see gardening, auto mechanics, house maintenance, healthy living, conflict resolution, and such receive the same emphasis as academic skills.
I’d like an end to separating academic and nonacademic students. Almost everybody is “gifted and talented” in some way. We should be learning from each other.
4. Parents and others in the community as resource people: I can teach journalism. My husband can coach sports. There are talented artists, mechanics, horse people, carpenters, chefs, writers, and so forth throughout the county. We all have knowledge and skills to offer.
5. Learning motivated by children’s innate curiosity, rather than by tests and grades. All children are bom with a hunger to learn — to learn to walk, to talk, to find out about the world about them. When and why do we start coercing children into learning? Perhaps it is when the learning has no meaning to them.
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